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Description:

This webinar helps school psychologists build confidence when navigating due process cases through preparation, collaboration, and data-based practice. Participants learn how trends in case law and the Endrew F. standard can guide everyday decisions and improve student outcomes. The presenters review common areas of dispute and highlight lessons from recent cases to inform proactive, school-based prevention strategies. Emphasis is placed on conducting comprehensive, objective evaluations and assessing all areas of suspected disability. Practical steps are provided for organizing records, developing timelines, and collaborating effectively with teams and legal counsel. Guidance is also offered for reviewing independent educational evaluations and comparing multiple data sources. Testimony strategies focus on clear communication, avoiding jargon, and maintaining professionalism under pressure. Attendees leave with actionable practices that strengthen collaboration with families, reduce conflict, and support appropriate, data-driven programming for students.

Released in February 2026, this individual webinar can be purchased for $25 (scroll down to purchase). The content in this webinar is intertwined with Domains 1 and 10 of the NASP Practice Model. Schoolpsych.com’s recorded webinars are non-refundable. Attendees who complete this 1.5-hour webinar will receive 1.5 NASP-Approved CPD credit.

This Counts Towards Three Hours of Legal & Ethics:

Renewing your NCSP requires 3 hours in the category of ethics or legal regulation in school psychology. This 1.5 hour webinar counts towards the required 3 hours of ethics or legal regulation in school psychology.

Learning Objectives:

1. Implement proactive evaluation, communication, and problem-solving practices that reduce the likelihood of due process disputes.

2. Analyze student records, timelines, and independent educational evaluations to support objective, data-based decision making.

3. Prepare for due process proceedings by organizing evidence, collaborating with teams and legal counsel, and delivering clear, professional testimony.

Bio:

Dr. Rachael Rudinoff has dedicated more than thirty years to the field of education. She currently serves in her state’s Department of Education within Exceptional Children Resources. Previously, she was a Special Services Director, where she strengthened the district’s ability to support students with increasingly diverse needs during a period in which the student population more than doubled. Over the course of her career, Dr. Rudinoff has held roles as a teacher, school psychologist, and special education instructional specialist serving learners from pre‑K through age 22. At the collegiate level, she has spent nearly two decades as an adjunct professor and course designer, contributing to the preparation of future educators. Dr. Rudinoff holds an Ed.D. in Innovation and Leadership from Wilmington University; an M.A./Ed.S. in School Psychology from the University of Delaware; an M.S. in Early Childhood and Elementary Education from Bank Street College of Education in New York; and a B.S. in Psychology from the State University of New York at Albany.

Laura Manges spent 32 years fostering and designing supportive educational environments for all stakeholders in Delaware. Ms. Manges’ career evolved from classroom teacher and special education coordinator to inclusion facilitator, special education director and, most recently, human resources director. Throughout her career, Laura served at the forefront in district and state level professional workgroups to ensure funding and innovative regulations were consistently developed and implemented throughout Delaware. Ms. Manges holds a master’s degree in special education leadership and a B.S. in secondary education and special education.

Course Information

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